At Oakhill Primary School all staff and governors are committed to working together to provide a safe, nurturing and inclusive learning environment to ensure every pupil is part of the school community, whatever their ability or need.
From April 2012 schools were expected to meet the requirements of the Equality Act. The Equality Act 2012 brings all legislation under a more straight forward law which is less complicated to understand and apply. The Equality Act 2010 replaced all existing equality legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that “schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief and sexual orientation”. There are protected groups and schools have to ensure that the curriculum is delivered to allow access for all. To protect those people considered to have a disability reasonable adjustments must be made.
Oakhill Primary School is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.
Oakhill Primary School's Accessibility Plan is drawn up in compliance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. School Governors are accountable for ensuring the implementation, review and reporting of progress of the Accessibility Plan over a prescribed period.
Please see attached accessibility plan for further information.
This Accessibility Plan should be read in conjunction with the Special Education Needs Information Report.
Equality Statements 2017-2020
To increase the participation of pupils from protected groups and all socio economic backgrounds in after school activities to reflect the makeup of the school community.
To ‘lift the lid’ on learning and model teaching and learning behaviours that avoid labelling so that all pupils have the opportunity to reach their potential.
To sustain our focus on interventions and quality first teaching styles that work to narrow the gap between pupil premium and non pupil premium children.
To ensure all our work on including less confident parents and carers and those from protected groups is sustained and developed.